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Course info
KHK / DHVS3
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Course description
Department/Unit / Abbreviation
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KHK
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DHVS3
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Didactics of Music 3 SŠ
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Form of course completion
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Pre-Exam Credit
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Form of course completion
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Pre-Exam Credit
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Accredited / Credits
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Yes,
3
Cred.
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Type of completion
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-
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Type of completion
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-
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Time requirements
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Lecture
1
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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No
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Course credit prior to examination
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No
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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NO
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Language of instruction
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Czech
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Occ/max
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|
|
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / 5
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0 / 22
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Included in study average
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NO
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Winter semester
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4 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter + Summer
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Semester taught
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Winter + Summer
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Minimum (B + C) students
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10
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
S|N |
Periodicity |
každý rok
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Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
S|N |
Substituted course
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None
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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N/A
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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Learning outcomes of the course unit The aim of the subject is to acquire the necessary knowledge, skills and attitudes in the field of didactics of music education, which will prepare the student for the subject of music education at lower and higher level of multi-year grammar schools and grammar schools (RVPZ, RVPG) in accordance with the philosophy of curricular reform and RVP requirements. Students learn creatively to apply the theoretical knowledge on model situations of musical teaching in high school, to communicate about music and music and to reflect this process. They acquaint themselves with educational education strategies that ensure the versatile creative activity of pupils and integrated education and music education. Students will understand the problems of instrumental, vocal and listening skills and, under the heading of field integration, they will be able to fill the selected roofing theme (work with musical expression, history of music, doctrine, etc.) with appropriate activity content.
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Requirements on student
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The student reflects his / her practice and discusses the methods of his / her work in the discussion. In the final examination of the subject, a written test proves the knowledge of school documents and their outputs in the field of HV (RVP ZV and RVP G), knowledge of the issues of individual musical activities and the ability to fill RVP outputs with specific activities. It is able to compile, implement, reflect and defend its model lesson on a chosen theme, realized in the practice of the school.
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Content
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Topics of lectures and seminars:
1. Music education textbooks and other suitable material for HV education in secondary schools: their comparison, concept, degree and method of application of music education activities
2. Teaching methods in HV x teaching methods in current textbooks (adequacy and real use in school practice)
3. Perceptual activities in the context of the curriculum of the RVP ZV and RVP G (lower and upper secondary school), music as organised sound, origin and development of music, musical instruments, direct and indirect communication of music
4. Functions of music, composer and performer, interpretation in music, musical styles and genres, artistic performance, music as a means of identification
5. Chapters on the history of music in HV classes at secondary school, possibilities of including topics, links with other activities in HV, possibilities of cross-curricular links and integration
6. Listening activities in HV at secondary school I. - issues of listening activities in HV, music perception (from intuitive listening to apperception)
7. Listening activities in HV at Secondary School II - the concept of listening activities prerequisites for successful presentation of musical examples in HV (methods, model examples and their analysis)
8. Listening activities in HV at SHS III - criteria for selecting musical material for listening, listening in the context of other musical activities, cross-curricular links and integration
9., 10. Presentation of students' model lessons in listening, analysis of practice discussion, reflection
11, 12, 13. Consultation on preparation for exit practice. Output practice, its analysis, defending methods and forms of work and its reflection in the seminar.
In the case of distance learning (online), the study materials are stored on digital storage. Information is sent to students via bulk e-mail.
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Activities
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Fields of study
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Guarantors and lecturers
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Literature
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Basic:
aktuální učebnice HV pro ZŠ, seminární modelové příklady (dr. Liškové), školské dokumenty.
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Basic:
HAMANN, Donald L. a COOPER, Shelly C. Becoming a music teacher: from student to practitioner.. New York: Oxford University Press, 2016. ISBN 978-0-19-024508-5.
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Basic:
SEDLÁK, František. Didaktika hudební výchovy na 2. stupni základní školy: učebnice pro posl. pedagog. fakult.. Praha, 1984.
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Basic:
KERTZ-WELZEL, Alexandra. Globalizing music education: a framework.. Bloomington [Indiana]: Indiana University Press, 2018. ISBN 978-0-253-03258-4.
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Basic:
TICHÁ, Alena. Hlasová výchova v dětském sboru prostřednictvím her a motivací.. Praha: Národní informační a poradenské středisko pro kulturu, 2004. ISBN 80-706-8186-1.
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Basic:
CHARALAMBIDIS, Alexandros. Hudební výchova pro gymnázia 2. 1.. Praha: SPN, 2010. ISBN 978-80-7235-219-7.
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Basic:
CHARALAMBIDIS, Alexandros, Zbyněk CÍSAŘ a Lukáš HURNÍK. Hudební výchova 1 pro gymnázia. Praha: SPN, 2003. ISBN 80-7235-211-3.
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Basic:
školské dokumenty a učebnice pro gymnázia.
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Basic:
ROHLÍKOVÁ, L a J. ŠEDIVÝ. Učebnice Hv pro 6. a 7. třídu.. Fraus: Plzeň, 2014. ISBN 978-80-7238-901-8.
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Recommended:
Holas, Milan. Holas, Milan. Didaktika profesionální hudební výchovy.. Ostrava : Ritornel, 1999. ISBN 80-902-638-0-1.
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Recommended:
Šimanovský. Hry s hudbou a techniky muzikoterapie ve výchově, sociální práci a klinické praxi. Vydání čtvrté.. Praha: Portál, 2011. ISBN 978-80-7367-928-6.
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Recommended:
KOPECKÝ, J., J. SYNEK a V. ZOUHAR. Hudební hry jinak: hry se zvuky a elementární komponování : [slyšet jinak]. 1. vyd.. Brno: Janáčkova akademie múzických umění v Brně., 2014. ISBN 978-80-7460-.
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Recommended:
COUFALOVÁ, Gabriela, Ivo MEDEK a Jaromír SYNEK. Hudební nástroje jinak: netradiční využití tradičních hudebních nástrojů a vytváření jednoduchých hudebních nástrojů : [slyšet jinak].. Brno: JAMU, 2013. ISBN 978-80-7460-037-1.
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Recommended:
Payne, Helen. Kreativní pohyb a tanec ve výchově, sociální práci a klinické praxi. Praha : Portál, 1999. ISBN 80-7178-213-0.
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Recommended:
Heukaufer, Norbert. Musik-Methodik. Berlin :Cornelsen, 2012. ISBN 978-3-589-22368.
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Recommended:
HOLUBEC, J. a J. PRCHAL. Populární hudba ve škole - zpíváme a hrajeme.. Praha, 1998. ISBN 99-580607-24.
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Recommended:
SLAVÍK, Jan, Tomáš JANÍK, Petr NAJVAR a Petr KNECHT. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory.. Brno, 2017. ISBN 978-80-210-8568-8.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Graduate study programme term essay (40-50)
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26
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Individual project (40)
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26
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Contact hours
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26
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Total
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78
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
To clarify in relation to musical psychology the concepts: pupil musicality and its components, HV teacher personality, methods and forms of assessment in HV.
Describe the RVP G structure in Arts and Culture (issues of field and interdisciplinary integration, standards for FEP Z, expected outputs, curriculum).
Provide examples of field and interdisciplinary integration.
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Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
Play the required pensum of songs and songs (the required level of technical skills) for the level of secondary school.
Apply tool skills to model examples of instrumental activities.
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Competences - students are expected to possess the following competences before the course commences to finish it successfully: |
N/A |
N/A |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
Assemble and defend the teaching unit for the needs of secondary schools. |
To compose, describe and defend the methodical series of the development of rhythmical feelings of pupils and of singing, listening, musical and instrumental activities. |
Skills - skills resulting from the course: |
Play and sing another designated pensum of obligatory songs, an exercise on lyrics (song snippets). |
Present and evaluate the results of your own practice at a seminar. |
Competences - competences resulting from the course: |
N/A |
N/A |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Portfolio |
Seminar work |
Individual presentation at a seminar |
The student will conduct one movement activity selected by him (in the context of the RVP) and will evaluate the results of his work with the team. |
Skills - skills achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Group presentation at a seminar |
Test |
Portfolio |
Competences - competence achieved by taking this course are verified by the following means: |
Portfolio |
Skills demonstration during practicum |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Seminar |
Interactive lecture |
Lecture supplemented with a discussion |
Task-based study method |
Skills - the following training methods are used to achieve the required skills: |
Skills demonstration |
Students' portfolio |
Seminar |
Textual studies |
Students search the Internet for interpreting dances and other forms of movement. |
Competences - the following training methods are used to achieve the required competences: |
Task-based study method |
Group discussion |
Collaborative instruction |
Self-study of literature |
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